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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Which animal's mouth is also adapted for bottom feeding?
|
[
"discus",
"armored catfish",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Sturgeons eat invertebrates, plants, and small fish. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.
The 's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
Figure: sturgeon.
|
closed choice
|
grade3
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.
|
Look at the picture of the sturgeon.
The sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The sturgeon uses its mouth to find food hidden in the sediment at the bottom of rivers, lakes, and the ocean.
Now look at each animal. Figure out which animal has a similar adaptation.
The armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
The discus's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.
|
B
| 0
|
|
Which of the following could Wendy's test show?
|
[
"whether producing more insulin would help the bacteria grow faster",
"whether different types of bacteria would need different nutrients to produce insulin",
"whether she added enough nutrients to help the bacteria produce 20% more insulin",
"None of the above",
"I don't know"
] | 2
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
People with diabetes sometimes take a medicine made from insulin. Insulin can be made by a special type of bacteria. Wendy was a bioengineer who wanted to increase the amount of insulin that the bacteria produced by 20%. She read that giving the bacteria more nutrients could affect the amount of insulin they produced. So, Wendy gave extra nutrients to some of the bacteria. Then, she measured how much insulin those bacteria produced compared to bacteria that did not get extra nutrients.
Figure: studying bacteria in a laboratory.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
|
C
| 1
|
||
Does this passage describe the weather or the climate?
|
[
"weather",
"climate",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Chicago.
Chicago is known as The Windy City. But on average, the wind there only blows at about 10 miles per hour.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Chicago is known as The Windy City. But on average, the wind there only blows at about 10 miles per hour.
The underlined part of the passage tells you about the usual wind patterns in Chicago. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
B
| 2
|
|
Which animal's feet are also adapted for grabbing prey?
|
[
"sable",
"New Zealand falcon",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Bald eagles eat fish, mammals, and other birds. The 's feet are adapted for grabbing prey.
Figure: bald eagle.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
|
Look at the picture of the bald eagle.
The bald eagle has long toes with sharp claws. Its feet are adapted for grabbing prey. The sharp claws can help the bald eagle attack and kill its prey. The long toes can help it hold on to its prey.
Now look at each animal. Figure out which animal has a similar adaptation.
The New Zealand falcon has long toes with sharp claws. Its feet are adapted for grabbing prey.
The sable has hoofed feet. Its feet are not adapted for grabbing prey. The sable uses its feet to walk and run on hard ground.
|
B
| 3
|
|
Is the following statement about our solar system true or false?
Jupiter's volume is more than 10,000 times as large as the volume of Mars.
|
[
"true",
"false",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Use the data to answer the question below.
|
true-or false
|
grade8
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
The volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.
For example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.
To compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:
1.43 x 10^15 is larger than 1.43 x 10^12
If their exponents are equal, compare the first numbers. For example:
1.43 x 10^15 is larger than 1.25 x 10^15
To multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:
1.43 x 10^15 · 1000
= 1.43 x 10^15 · 10^3
= 1.43 x 10^(15 + 3)
= 1.43 x 10^18
|
To determine if this statement is true, calculate the value of 10,000 times the volume of Mars.
Then compare the result to the volume of Jupiter. Jupiter's volume is 1.43 x 10^15 km^3, which is less than 1.63 x 10^15 km^3. So, Jupiter's volume is less than 10,000 times as large as the volume of Mars.
|
B
| 4
|
|
What is the capital of Massachusetts?
|
[
"Plymouth",
"Albany",
"Wichita",
"Boston",
"I don't know"
] | 3
|
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Northeast
|
Boston is the capital of Massachusetts.
|
D
| 5
|
|||
Is Lithops bromfieldii made up of many cells?
|
[
"yes",
"no",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
This organism is Lithops bromfieldii. It is a member of the plant kingdom.
Lithops bromfieldii lives in South Africa. Each L. bromfieldii is made up of two brown or gray leaves. Because of its unusual appearance, L. bromfieldii is sometimes called a living stone.
|
yes or no
|
grade5
|
natural science
|
biology
|
Classification
|
Describe, classify, and compare kingdoms
|
In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
|
Lithops bromfieldii is a plant. Plants are made up of many cells.
|
A
| 6
|
|
Which bird's beak is also adapted to tear through meat?
|
[
"sand martin",
"Cape vulture",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Red-tailed hawks eat fish, mammals, and other birds. The shape of the 's beak is adapted to tear through meat.
Figure: red-tailed hawk.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
|
Look at the picture of the red-tailed hawk.
The red-tailed hawk has a sharp hooked beak. Its beak is adapted to tear through meat. The sharp hook can help the red-tailed hawk cut the meat into pieces it can swallow.
Now look at each bird. Figure out which bird has a similar adaptation.
The Cape vulture has a sharp hooked beak. Its beak is adapted to tear through meat.
The sand martin has a short, thin beak. Its beak is not adapted to tear through meat. The sand martin uses its beak to eat insects and other small invertebrates.
|
B
| 7
|
|
Which of these states is farthest north?
|
[
"Alabama",
"Idaho",
"South Carolina",
"Oklahoma",
"I don't know"
] | 1
|
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Idaho is farthest north.
|
B
| 8
|
||
Which property do these three objects have in common?
|
[
"bouncy",
"hard",
"soft",
"None of the above",
"I don't know"
] | 2
|
Select the best answer.
|
closed choice
|
grade4
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
|
Look at each object.
For each object, decide if it has that property.
A hard object does not change shape when pressed or squeezed. None of the objects are hard.
A bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy.
A soft object changes shape when pressed or squeezed. All three objects are soft.
The property that all three objects have in common is soft.
|
C
| 9
|
|
Identify the question that Tyrone and Quincy's experiment can best answer.
|
[
"Do ping pong balls stop rolling along the ground sooner after being launched from a 30° angle or a 45° angle?",
"Do ping pong balls travel farther when launched from a 30° angle compared to a 45° angle?",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Tyrone placed a ping pong ball in a catapult, pulled the catapult's arm back to a 45° angle, and launched the ball. Then, Tyrone launched another ping pong ball, this time pulling the catapult's arm back to a 30° angle. With each launch, his friend Quincy measured the distance between the catapult and the place where the ball hit the ground. Tyrone and Quincy repeated the launches with ping pong balls in four more identical catapults. They compared the distances the balls traveled when launched from a 45° angle to the distances the balls traveled when launched from a 30° angle.
Figure: a catapult for launching ping pong balls.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
|
B
| 10
|
||
Which animal's mouth is also adapted for bottom feeding?
|
[
"clown triggerfish",
"sturgeon",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Armored catfish eat plants and small invertebrates. They are bottom feeders. Bottom feeders find their food at the bottom of rivers, lakes, and the ocean.
The catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
Figure: armored catfish.
|
closed choice
|
grade3
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.
|
Look at the picture of the armored catfish.
The armored catfish's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding. The armored catfish uses its mouth to find food hidden in the sediment at the bottom of rivers and streams.
Now look at each animal. Figure out which animal has a similar adaptation.
The sturgeon's mouth is located on the underside of its head and points downward. Its mouth is adapted for bottom feeding.
The clown triggerfish's mouth is not located on the underside of its head. Its mouth is not adapted for bottom feeding.
|
B
| 11
|
|
Which property do these two objects have in common?
|
[
"salty",
"sour",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Select the better answer.
|
closed choice
|
grade2
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.
Different objects can have the same properties. You can use these properties to put objects into groups.
|
Look at each object.
For each object, decide if it has that property.
A lemon has a sour taste. Both objects are sour.
Potato chips have a salty taste. The lime is not salty.
The property that both objects have in common is sour.
|
B
| 12
|
|
Based on the arrows, which of the following organisms is a consumer?
|
[
"barren-ground caribou",
"bear sedge",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
|
closed choice
|
grade4
|
natural science
|
biology
|
Ecosystems
|
Interpret food webs
|
A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.
|
Consumers eat other organisms. So, there are arrows in a food web that point from other organisms to consumers.
The barren-ground caribou has an arrow pointing to it from the lichen. So, the barren-ground caribou is a consumer.
The bear sedge does not have any arrows pointing to it. So, the bear sedge is a producer, not a consumer.
|
A
| 13
|
|
What is the expected ratio of offspring with black eyes to offspring with red eyes? Choose the most likely ratio.
|
[
"1:3",
"2:2",
"4:0",
"3:1",
"0:4"
] | 2
|
In a group of koi fish, some individuals have red eyes and others have black eyes. In this group, the gene for the eye color trait has two alleles. The allele for red eyes (E) is dominant over the allele for black eyes (e).
This Punnett square shows a cross between two koi fish.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
|
Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
|
To determine how many boxes in the Punnett square represent offspring with black eyes or red eyes, consider whether each phenotype is the dominant or recessive allele's version of the eye color trait. The question tells you that the E allele, which is for red eyes, is dominant over the e allele, which is for black eyes.
Black eyes is the recessive allele's version of the eye color trait. A koi fish with the recessive version of the eye color trait must have only recessive alleles for the eye color gene. So, offspring with black eyes must have the genotype ee.
All 4 boxes in the Punnett square have the genotype ee.
Red eyes is the dominant allele's version of the eye color trait. A koi fish with the dominant version of the eye color trait must have at least one dominant allele for the eye color gene. So, offspring with red eyes must have the genotype EE or Ee.
There are 0 boxes in the Punnett square with the genotype EE or Ee.
So, the expected ratio of offspring with black eyes to offspring with red eyes is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with black eyes. This cross is expected to never produce offspring with red eyes.
|
C
| 14
|
|
Identify the question that Reba and Donald's experiment can best answer.
|
[
"Does Reba's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?",
"Does Reba's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Reba applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Donald timed each ride. Reba and Donald calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
|
A
| 15
|
||
Which term matches the picture?
|
[
"appendicular skeleton",
"axial skeleton",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Read the text.
You may think of the human skeleton as one big collection of bones (206 to be exact), but it actually consists of two parts: the axial skeleton and the appendicular skeleton. The axial skeleton is made up of the bones and cartilage of the head and torso, including the skull, vertebral column, and rib cage. It protects most of our vital organs, like the brain and heart, and supports the weight of our bodies. In contrast, the bones in our appendicular skeleton allow us to move. They include the bone and cartilage in our limbs, like the bones in our arms and feet.
|
closed choice
|
grade8
|
language science
|
word-study
|
Domain-specific vocabulary
|
Determine the meaning of domain-specific words with pictures
|
The axial skeleton is the part the human skeleton that makes up the head and torso. It includes the skull, vertebral column, and rib cage.
|
B
| 16
|
||
Does this passage describe the weather or the climate?
|
[
"climate",
"weather",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Malaysia.
Malaysia is located in Southeast Asia. The arrival of a storm brought dark clouds on the first day of June.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Malaysia is located in Southeast Asia. The arrival of a storm brought dark clouds on the first day of June.
The underlined part of the passage tells you about the clouds seen in Malaysia on June 1. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
B
| 17
|
|
Does this passage describe the weather or the climate?
|
[
"climate",
"weather",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Lhasa.
Lhasa is a city in the high mountains of Tibet. The winds there were blowing at 30 miles per hour this morning.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade4
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Lhasa is a city in the high mountains of Tibet. The winds there were blowing at 30 miles per hour this morning.
The underlined part of the passage tells you about the wind speed in Lhasa this morning. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.
|
B
| 18
|
|
Is the following statement about our solar system true or false?
The volume of Mars is more than three times as large as Mercury's.
|
[
"false",
"true",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Use the data to answer the question below.
|
true-or false
|
grade6
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
|
To determine if this statement is true, calculate the value of three times the volume of Mercury.
Then compare the result to the volume of Mars. The volume of Mars is 160 billion km^3, which is less than 180 billion km^3. So, the volume of Mars is less than three times as large as Mercury's.
|
A
| 19
|
|
Select the bird below.
|
[
"gray tree frog",
"pelican",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Birds have feathers, two wings, and a beak. A woodpecker is an example of a bird.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
|
A pelican is a bird. It has feathers, two wings, and a beak.
A gray tree frog is an amphibian. It has moist skin and begins its life in water.
|
B
| 20
|
|
Which bird's beak is also adapted to crack large, hard nuts?
|
[
"blue rock pigeon",
"Alexandrine parakeet",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Scarlet macaws live in the forests of Central and South America. They eat large seeds and nuts. The shape of the 's beak is adapted to crack open large, hard nuts.
Figure: scarlet macaw.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: beaks, mouths, and necks
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of a bird's beak is one example of an adaptation. Birds' beaks can be adapted in different ways. For example, a sharp hooked beak might help a bird tear through meat easily. A short, thick beak might help a bird break through a seed's hard shell. Birds that eat similar food often have similar beaks.
|
Look at the picture of the scarlet macaw.
The scarlet macaw has a thick hooked beak. Its beak is adapted to crack large, hard nuts. The scarlet macaw uses its thick beak to crack the shell of a nut by squeezing it. The hooked shape of the beak can help the bird hold the nut in place while cracking it.
Now look at each bird. Figure out which bird has a similar adaptation.
The Alexandrine parakeet has a thick hooked beak. Its beak is adapted to crack large, hard nuts.
The blue rock pigeon has a short, thin beak. Its beak is not adapted to crack large, hard nuts.
|
B
| 21
|
|
Complete the sentence.
is what happens when pollen lands on a female cone.
|
[
"Fertilization",
"Pollination",
"Photosynthesis",
"None of the above",
"I don't know"
] | 1
|
Male cones make pollen. Wind can blow pollen from a male cone to a female cone.
|
closed choice
|
grade4
|
natural science
|
biology
|
Plants
|
Describe and construct conifer life cycles
|
Conifers are plants that grow cones. Conifers use their cones to reproduce, or make new plants like themselves. How do conifers use their cones to reproduce?
Conifers can grow male and female cones. Male cones make pollen, and female cones make eggs. Pollination is what happens when wind blows pollen from male cones onto female cones. After pollination, sperm from the pollen can combine with eggs. This is called fertilization. The fertilized eggs grow into seeds.
The seeds can fall out of the cones and land on the ground. When a seed lands on the ground, it can germinate, or start to grow into a new plant.
|
When pollen lands on a female cone, it is called pollination. This photograph shows wind blowing pollen from the male cones on a Japanese cedar tree.
Photosynthesis happens when plants use water, carbon dioxide, and energy from sunlight to make sugar.
|
B
| 22
|
|
Which property do these three objects have in common?
|
[
"stretchy",
"transparent",
"rough",
"None of the above",
"I don't know"
] | 0
|
Select the best answer.
|
closed choice
|
grade4
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
|
Look at each object.
For each object, decide if it has that property.
You can see clearly through a transparent object. None of the objects are transparent.
A stretchy object gets longer when you pull on it. All three objects are stretchy.
A rough object feels scratchy when you touch it. The bubble gum and the rubber band are not rough.
The property that all three objects have in common is stretchy.
|
A
| 23
|
|
Which term matches the picture?
|
[
"chemical change",
"physical change",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Read the text.
When a substance goes through a physical change, its form or shape changes, but its chemical composition does not. For example, when water freezes and becomes a solid, its form changes, but it is still made up of the same molecules. In a chemical change, by contrast, one or more of the molecules in a substance changes. For example, when vinegar is mixed with baking soda, water and carbon dioxide molecules form.
|
closed choice
|
grade6
|
language science
|
vocabulary
|
Context clues
|
Determine the meaning of domain-specific words with pictures
|
When water melts, it goes through a physical change. The substance changes from a solid to a liquid.
|
B
| 24
|
||
Is Chelonoidis nigra made up of many cells?
|
[
"no",
"yes",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
This organism is Chelonoidis nigra. It is a member of the animal kingdom.
Chelonoidis nigra is commonly called a Galápagos giant tortoise. These large tortoises live on the Galápagos Islands. When Spanish sailors arrived at these islands in the 1530s, about 200,000 Galápagos giant tortoises lived on the islands. The Spanish sailors named the islands after a Spanish word for tortoise, galápago.
|
yes or no
|
grade4
|
natural science
|
biology
|
Classification
|
Describe, classify, and compare kingdoms
|
In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.
Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.
| Bacteria | Archaea | Protists | Fungi | Animals | Plants
How many cells do they have? | one | one | one or many | one or many | many | many
Do their cells have a nucleus? | no | no | yes | yes | yes | yes
Can their cells make food? | some species can | some species can | some species can | no | no | yes
|
Chelonoidis nigra is an animal. Animals are made up of many cells.
|
B
| 25
|
|
Which of these continents does the equator intersect?
|
[
"North America",
"Australia",
"Africa",
"None of the above",
"I don't know"
] | 2
|
closed choice
|
grade4
|
social science
|
geography
|
Maps
|
Use lines of latitude and longitude
|
Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
|
The equator is the line at 0° latitude. It intersects Africa. It does not intersect North America or Australia.
|
C
| 26
|
||
What is the name of the colony shown?
|
[
"New Hampshire",
"Iowa",
"Massachusetts",
"Vermont",
"I don't know"
] | 0
|
closed choice
|
grade8
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.
|
A
| 27
|
|||
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"sample A",
"neither; the samples have the same temperature",
"sample B",
"None of the above",
"I don't know"
] | 0
|
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade6
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
Each particle in the two samples has the same mass, but the particles in sample A have a higher average speed than the particles in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B.
Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.
|
A
| 28
|
|
Does this passage describe the weather or the climate?
|
[
"weather",
"climate",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Oklahoma.
Large thunderstorms, called supercells, often bring large clouds. Oklahoma often experiences violent storms during the summer months.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Large thunderstorms, called supercells, often bring large clouds. Oklahoma often experiences violent storms during the summer months.
The underlined part of the passage tells you about the usual pattern of cloud cover in Oklahoma. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
B
| 29
|
|
Identify the question that Rob's experiment can best answer.
|
[
"Do steel nails rust in fewer days when submerged in a large volume of liquid compared to a small volume?",
"Do steel nails take fewer days to rust in water compared to vinegar?",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Rob put one two-inch steel nail into each of six test tubes. He added water to three of the test tubes and vinegar to the other three. In each test tube, he completely covered the nail with the same volume of liquid. Rob checked the nails for rust at the same time every day. He recorded how many days it took each nail to become completely covered in rust. Then, he compared the number of days it took nails to rust in water to the number of days it took nails to rust in vinegar.
Figure: a new steel nail on a pile of rusty nails.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
|
B
| 30
|
||
Based on the bubble map, what does the quotation "Vanity, not love, has been my folly" show?
|
[
"Darcy is stubborn.",
"Elizabeth is judgmental.",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
This bubble map shows traits of characters from Pride and Prejudice by Jane Austen. It also includes quotations from the characters that show these traits.
|
closed choice
|
grade6
|
language science
|
writing-strategies
|
Visual elements
|
Read graphic organizers
|
A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.
When you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.
When you write, you can use graphic organizers to organize your thoughts and plan your writing.
|
A bubble map uses lines or arrows to connect things that are related. This bubble map shows traits of characters from Pride and Prejudice by Jane Austen. It also includes quotations from the characters that show these traits.
Find the quotation "Vanity, not love, has been my folly" in the bubble map. It is directly connected to judgmental, which is directly connected to Elizabeth. So, the quotation shows that Elizabeth is judgmental.
|
B
| 31
|
|
Which of these oceans does the prime meridian intersect?
|
[
"the Indian Ocean",
"the Arctic Ocean",
"the Pacific Ocean",
"None of the above",
"I don't know"
] | 1
|
closed choice
|
grade4
|
social science
|
geography
|
Maps
|
Use lines of latitude and longitude
|
Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.
Lines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.
Lines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.
Lines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.
The equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.
Together, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.
|
The prime meridian is the line at 0° longitude. It intersects the Arctic Ocean. It does not intersect the Indian Ocean or the Pacific Ocean.
|
B
| 32
|
||
What can Rebecca and Damon trade to each get what they want?
|
[
"Damon can trade his almonds for Rebecca's tomatoes.",
"Rebecca can trade her tomatoes for Damon's broccoli.",
"Rebecca can trade her tomatoes for Damon's carrots.",
"Damon can trade his broccoli for Rebecca's oranges.",
"I don't know"
] | 1
|
Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Rebecca and Damon open their lunch boxes in the school cafeteria. Neither Rebecca nor Damon got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Rebecca's lunch Damon's lunch
|
closed choice
|
grade8
|
social science
|
economics
|
Basic economic principles
|
Trade and specialization
|
Look at the table and images.
Rebecca wants broccoli. Damon wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want.
|
B
| 33
|
||
What is the capital of North Carolina?
|
[
"Raleigh",
"Charlotte",
"Cincinnati",
"Nampa",
"I don't know"
] | 0
|
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Southeast
|
Raleigh is the capital of North Carolina.
|
A
| 34
|
|||
Which animal's body is better adapted for protection against a predator with sharp teeth?
|
[
"queen conch",
"collared dove",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Nautiluses live in the ocean. They have a hard outer shell.
The is adapted to protect itself from predators with sharp teeth. It can pull the soft parts of its body into its shell when attacked.
Figure: nautilus.
|
closed choice
|
grade5
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
|
Look at the picture of the nautilus.
The nautilus has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth. The hard shell makes it difficult for predators to hurt or kill the nautilus.
Now look at each animal. Figure out which animal has a similar adaptation.
The queen conch has a hard outer shell. Its body is adapted for protection against a predator with sharp teeth.
The collared dove has soft feathers covering its skin. Its body is not adapted for protection against predators with sharp teeth.
|
A
| 35
|
|
What is the capital of Wyoming?
|
[
"Salem",
"Anchorage",
"Laramie",
"Cheyenne",
"I don't know"
] | 3
|
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Cheyenne is the capital of Wyoming.
|
D
| 36
|
|||
What is the direction of this push?
|
[
"toward his finger",
"away from his finger",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
A child presses a button in an elevator. He uses a force to push the button with his finger.
|
closed choice
|
grade4
|
natural science
|
physics
|
Force and motion
|
Identify directions of forces
|
A force is a push or a pull that one object applies to another. Every force has a direction.
The direction of a push is away from the object that is pushing.
The direction of a pull is toward the object that is pulling.
|
The child pushes the button. The direction of the push is away from his finger.
|
B
| 37
|
|
Which statement describes the Gobi Desert ecosystem?
|
[
"It has warm summers and mild winters.",
"It has a small amount of rain or snow.",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Gobi Desert.
The Gobi Desert is a cold desert ecosystem located in northern China and southern Mongolia. This desert is next to the Himalayan Mountains and used to be part of the Mongol Empire.
|
closed choice
|
grade8
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
|
A cold desert is a type of ecosystem. Cold deserts have the following features: a small amount of rain or snow, dry, thin soil, and long, cold winters. So, the following statements describe the Gobi Desert ecosystem: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has a small amount of rain or snow. It has long, cold winters. The following statement does not describe the Gobi Desert: a small amount of rain or snow, dry, thin soil, and long, cold winters. It has warm summers and mild winters.
|
B
| 38
|
|
What is the capital of Wisconsin?
|
[
"Jefferson City",
"Milwaukee",
"Nashville",
"Madison",
"I don't know"
] | 3
|
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Madison is the capital of Wisconsin.
|
D
| 39
|
|||
Which of the following could Kenneth's test show?
|
[
"how steady a parachute with a 1 m vent was at 200 km per hour",
"whether a parachute with a 1 m vent would swing too much at 400 km per hour",
"if the spacecraft was damaged when using a parachute with a 1 m vent going 200 km per hour",
"None of the above",
"I don't know"
] | 0
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Kenneth was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft.
So, to help decide how big the vent should be, Kenneth put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung.
Figure: a spacecraft's parachute in a wind tunnel.
|
closed choice
|
grade8
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
|
A
| 40
|
||
What is the expected ratio of offspring with fuzzy leaves to offspring with smooth leaves? Choose the most likely ratio.
|
[
"0:4",
"1:3",
"4:0",
"3:1",
"2:2"
] | 4
|
In a group of summer squash plants, some individuals have fuzzy leaves and others have smooth leaves. In this group, the gene for the leaf texture trait has two alleles. The allele for fuzzy leaves (L) is dominant over the allele for smooth leaves (l).
This Punnett square shows a cross between two summer squash plants.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate ratios of offspring types
|
Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
|
To determine how many boxes in the Punnett square represent offspring with fuzzy leaves or smooth leaves, consider whether each phenotype is the dominant or recessive allele's version of the leaf texture trait. The question tells you that the L allele, which is for fuzzy leaves, is dominant over the l allele, which is for smooth leaves.
Fuzzy leaves is the dominant allele's version of the leaf texture trait. A summer squash plant with the dominant version of the leaf texture trait must have at least one dominant allele for the leaf texture gene. So, offspring with fuzzy leaves must have the genotype LL or Ll.
There are 2 boxes in the Punnett square with the genotype LL or Ll. These boxes are highlighted below.
Smooth leaves is the recessive allele's version of the leaf texture trait. A summer squash plant with the recessive version of the leaf texture trait must have only recessive alleles for the leaf texture gene. So, offspring with smooth leaves must have the genotype ll.
There are 2 boxes in the Punnett square with the genotype ll. These boxes are highlighted below.
So, the expected ratio of offspring with fuzzy leaves to offspring with smooth leaves is 2:2. This means that, on average, this cross will produce 2 offspring with fuzzy leaves for every 2 offspring with smooth leaves.
|
E
| 41
|
|
Which of the following could Emilio's test show?
|
[
"if at least 20% of the park would be shaded by trees in each design",
"which design would have the least traffic noise in the concert area",
"which design would have the greatest distance between the concert area and the road",
"None of the above",
"I don't know"
] | 2
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Emilio was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Emilio thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area.
Figure: studying an architect's design.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Engineering practices
|
Evaluate tests of engineering-design solutions
|
People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.
|
C
| 42
|
||
Identify the question that Tim's experiment can best answer.
|
[
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?",
"Can pennies hold more drops of pure water or water mixed with hand soap?",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Tim used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Tim recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Tim compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
|
B
| 43
|
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnetic force is stronger in Pair 1.",
"The magnetic force is stronger in Pair 2.",
"The strength of the magnetic force is the same in both pairs.",
"None of the above",
"I don't know"
] | 0
|
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade3
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.
|
Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger.
The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.
|
A
| 44
|
|
Which of these states is farthest west?
|
[
"Nebraska",
"Mississippi",
"Florida",
"West Virginia",
"I don't know"
] | 0
|
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Nebraska is farthest west.
|
A
| 45
|
||
What is the capital of Colorado?
|
[
"Nashville",
"Laramie",
"Denver",
"Boulder",
"I don't know"
] | 2
|
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Denver is the capital of Colorado.
|
C
| 46
|
|||
Which trait did Ichthyornis have? Select the trait you can observe in the drawing.
|
[
"fur",
"a short tail",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
This drawing shows the skeleton of an ancient animal called Ichthyornis. This drawing was made by looking at the animal's fossils.
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Fossils
|
Compare fossils to modern organisms
|
The way an organism looks or acts is called a trait. Scientists use fossils to learn more about the traits of ancient organisms.
Fossils can preserve the remains of body parts and activities. A fossil of a body part, such as a tail or a wing, can tell you what an organism looked like. A fossil of an organism's activities, such as a burrow or a footprint, can tell you about the organism's behavior.
Here are three examples of fossils and the traits that you can observe from them:
This is a fossil of an animal. This fossil tells you that the animal had a spiral-shaped shell.
This is a fossil of a plant. This fossil tells you that the plant had small leaves arranged in a branched pattern.
This is a fossil of an animal's footprint. This fossil tells you that the animal could walk on land.
An organism's fossil may not show all of the organism's traits. This is because most body parts are destroyed during fossil formation. When an organism's body turns into a fossil, only a few body parts are usually preserved.
|
B
| 47
|
||
Is perfume a mineral?
|
[
"no",
"yes",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Perfume has the following properties:
not a pure substance
liquid
human-made
no fixed crystal structure
|
yes or no
|
grade5
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Perfume does not have all the properties of a mineral. So, perfume is not a mineral.
|
A
| 48
|
|
What is the probability that a rabbit produced by this cross will have black fur?
|
[
"4/4",
"1/4",
"3/4",
"0/4",
"2/4"
] | 0
|
In a group of rabbits, some individuals have black fur and others have brown fur. In this group, the gene for the fur color trait has two alleles. The allele for brown fur (f) is recessive to the allele for black fur (F).
This Punnett square shows a cross between two rabbits.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate probabilities of offspring types
|
Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.
|
A
| 49
|
||
Which of these states is farthest west?
|
[
"Indiana",
"Missouri",
"Mississippi",
"Colorado",
"I don't know"
] | 3
|
closed choice
|
grade3
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Colorado is farthest west.
|
D
| 50
|
||
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each aquarium",
"each aquarium . . . the surroundings",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Two identical aquariums were next to an open window. One aquarium had a plastic cover on it, and the other was uncovered. This table shows how the temperature of each aquarium changed over 1.5hours.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each aquarium decreased, which means that the thermal energy of each aquarium decreased. So, thermal energy was transferred from each aquarium to the surroundings.
|
B
| 51
|
|
Which ocean is highlighted?
|
[
"the Atlantic Ocean",
"the Pacific Ocean",
"the Indian Ocean",
"the Southern Ocean",
"I don't know"
] | 1
|
closed choice
|
grade6
|
social science
|
geography
|
Physical Geography
|
Oceans and continents
|
Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
|
This is the Pacific Ocean.
|
B
| 52
|
||
Which better describes the Monongahela National Forest ecosystem?
|
[
"It has warm, dry summers. It also has many different types of trees.",
"It has warm, wet summers. It also has only a few types of trees.",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Monongahela National Forest.
The Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West Virginia.
|
closed choice
|
grade4
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
|
A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the Monongahela National Forest has warm, wet summers. It also has only a few types of trees.
|
B
| 53
|
|
Select the reptile below.
|
[
"leaf-tailed gecko",
"Banggai cardinalfish",
"red-eyed tree frog",
"clownfish",
"I don't know"
] | 0
|
Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A box turtle is an example of a reptile.
|
closed choice
|
grade4
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals.
|
A leaf-tailed gecko is a reptile. It has scaly, waterproof skin.
Many geckos have special pads on their toes. The pads help them climb up plants and rocks.
A clownfish is a fish. It lives underwater. It has fins, not limbs.
Clownfish live with animals called anemones. In the image of the clownfish, you can see the brown anemone surrounding the clownfish.
A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
A red-eyed tree frog has sticky pads on its toes. The sticky pads help the red-eyed tree frog hold on to leaves.
A Banggai cardinalfish is a fish. It lives underwater. It has fins, not limbs.
Cardinalfish often live near coral reefs. They are nocturnal, which means that they are active mostly at night.
|
A
| 54
|
|
Select the amphibian below.
|
[
"red-eyed tree frog",
"robin",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Amphibians have moist skin and begin their lives in water. A green frog is an example of an amphibian.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
|
A robin is a bird. It has feathers, two wings, and a beak.
A red-eyed tree frog is an amphibian. It has moist skin and begins its life in water.
|
A
| 55
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is smaller in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs.",
"None of the above",
"I don't know"
] | 1
|
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade7
|
natural science
|
physics
|
Velocity, acceleration, and forces
|
Compare magnitudes of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
|
Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.
|
B
| 56
|
|
Which continent is highlighted?
|
[
"Australia",
"South America",
"Antarctica",
"North America",
"I don't know"
] | 3
|
closed choice
|
grade4
|
social science
|
geography
|
Oceans and continents
|
Identify oceans and continents
|
A continent is one of the major land masses on the earth. Most people say there are seven continents.
|
This continent is North America.
|
D
| 57
|
||
What is the capital of Idaho?
|
[
"Salt Lake City",
"Topeka",
"Boise",
"Denver",
"I don't know"
] | 2
|
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Boise is the capital of Idaho.
|
C
| 58
|
|||
Is gneiss a mineral or a rock?
|
[
"mineral",
"rock",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Gneiss has the following properties:
not a pure substance
not made by organisms
found in nature
made of light and dark mineral grains
no fixed crystal structure
solid
|
closed choice
|
grade8
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Minerals are the building blocks of rocks. A rock can be made of one or more minerals.
Minerals and rocks have the following properties:
Property | Mineral | Rock
It is a solid. | Yes | Yes
It is formed in nature. | Yes | Yes
It is not made by organisms. | Yes | Yes
It is a pure substance. | Yes | No
It has a fixed crystal structure. | Yes | No
You can use these properties to tell whether a substance is a mineral, a rock, or neither.
Look closely at the last three properties:
Minerals and rocks are not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals or rocks.
Humans are organisms too. So, substances that humans make by hand or in factories are not minerals or rocks.
A mineral is a pure substance, but a rock is not.
A pure substance is made of only one type of matter. Minerals are pure substances, but rocks are not. Instead, all rocks are mixtures.
A mineral has a fixed crystal structure, but a rock does not.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms and molecules in different pieces of the same type of mineral are always arranged the same way.
However, rocks do not have a fixed crystal structure. So, the arrangement of atoms or molecules in different pieces of the same type of rock may be different!
|
The properties of gneiss match the properties of a rock. So, gneiss is a rock.
|
B
| 59
|
|
Is the following statement about our solar system true or false?
75% of the planets are made mainly of rock.
|
[
"true",
"false",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Use the data to answer the question below.
|
true-or false
|
grade7
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
|
The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock.
|
B
| 60
|
|
Which better describes the Kibale National Forest ecosystem?
|
[
"It has year-round rain. It also has many different types of organisms.",
"It has cold winters. It also has soil that is rich in nutrients.",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Figure: Kibale National Forest.
Kibale National Forest is a tropical rain forest ecosystem in Uganda, a country in eastern Africa.
|
closed choice
|
grade3
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil or water
the organisms that live there
|
A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kibale National Forest has year-round rain. It also has many different types of organisms.
|
A
| 61
|
|
Select the amphibian below.
|
[
"golden frog",
"bison",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Amphibians have moist skin and begin their lives in water. A red-eyed tree frog is an example of an amphibian.
|
closed choice
|
grade2
|
natural science
|
biology
|
Classification
|
Identify mammals, birds, fish, reptiles, and amphibians
|
Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification.
|
A golden frog is an amphibian. It has moist skin and begins its life in water.
A bison is a mammal. It has fur and feeds its young milk.
|
A
| 62
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The magnetic force is weaker in Pair 2.",
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 1.",
"None of the above",
"I don't know"
] | 2
|
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade3
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.
|
Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2.
|
C
| 63
|
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
|
[
"The strength of the magnetic force is the same in both pairs.",
"The magnetic force is weaker in Pair 1.",
"The magnetic force is weaker in Pair 2.",
"None of the above",
"I don't know"
] | 0
|
The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
|
closed choice
|
grade4
|
natural science
|
physics
|
Magnets
|
Compare strengths of magnetic forces
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
|
Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same.
So, the strength of the magnetic force is the same in both pairs.
|
A
| 64
|
|
What is the capital of Alaska?
|
[
"Tallahassee",
"Fairbanks",
"Anchorage",
"Juneau",
"I don't know"
] | 3
|
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Juneau is the capital of Alaska.
|
D
| 65
|
|||
What is the capital of Arizona?
|
[
"Juneau",
"Phoenix",
"Reno",
"Tucson",
"I don't know"
] | 1
|
closed choice
|
grade3
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Phoenix is the capital of Arizona.
|
B
| 66
|
|||
What is the capital of Colorado?
|
[
"Boulder",
"Denver",
"Cheyenne",
"Boise",
"I don't know"
] | 1
|
closed choice
|
grade4
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Denver is the capital of Colorado.
|
B
| 67
|
|||
Which property do these three objects have in common?
|
[
"bouncy",
"fuzzy",
"sweet",
"None of the above",
"I don't know"
] | 2
|
Select the best answer.
|
closed choice
|
grade4
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.
|
Look at each object.
For each object, decide if it has that property.
Sugar has a sweet taste. All three objects are sweet.
A fuzzy object is covered in soft hair. The chocolate bar and the candy sprinkles are not fuzzy.
A bouncy object will bounce back from the floor if you drop it. The chocolate bar is not bouncy.
The property that all three objects have in common is sweet.
|
C
| 68
|
|
Is malachite a mineral?
|
[
"yes",
"no",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Malachite has the following properties:
pure substance
solid
naturally occurring
fixed crystal structure
not made by living things
|
yes or no
|
grade6
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Malachite has all the properties of a mineral. So, malachite is a mineral.
|
A
| 69
|
|
Is the following statement about our solar system true or false?
75% of the planets are made mainly of rock.
|
[
"false",
"true",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Use the data to answer the question below.
|
true-or false
|
grade6
|
natural science
|
earth-science
|
Astronomy
|
Analyze data to compare properties of planets
|
A planet's volume tells you the size of the planet.
The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.
|
The table tells you that four out of the eight planets are made mainly of rock. So, one-half, or 50%, of the planets are made mainly of rock.
|
A
| 70
|
|
Which property do these three objects have in common?
|
[
"opaque",
"stretchy",
"fragile",
"None of the above",
"I don't know"
] | 0
|
Select the best answer.
|
closed choice
|
grade3
|
natural science
|
physics
|
Materials
|
Compare properties of objects
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups.
|
Look at each object.
For each object, decide if it has that property.
A fragile object will break into pieces if you drop it. The steel beam and the towel are not fragile.
A stretchy object gets longer when you pull on it. The steel beam and the popcorn are not stretchy.
An opaque object does not let light through. All three objects are opaque.
The property that all three objects have in common is opaque.
|
A
| 71
|
|
Does this passage describe the weather or the climate?
|
[
"climate",
"weather",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Figure: Uganda.
Uganda is an African country near the equator. It has large forests which are humid during April and May each year.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
Uganda is an African country near the equator. It has large forests which are humid during April and May each year.
The underlined part of the passage tells you about the usual pattern of humidity in Uganda. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
A
| 72
|
|
Which solution has a higher concentration of yellow particles?
|
[
"Solution A",
"Solution B",
"neither; their concentrations are the same",
"None of the above",
"I don't know"
] | 1
|
The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
|
closed choice
|
grade8
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles.
|
B
| 73
|
|
Which of these states is farthest west?
|
[
"Georgia",
"Mississippi",
"Maine",
"Vermont",
"I don't know"
] | 1
|
closed choice
|
grade2
|
social science
|
geography
|
Geography
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Mississippi is farthest west.
|
B
| 74
|
||
Which solution has a higher concentration of yellow particles?
|
[
"neither; their concentrations are the same",
"Solution B",
"Solution A",
"None of the above",
"I don't know"
] | 2
|
The diagram below is a model of two solutions. Each yellow ball represents one particle of solute.
|
closed choice
|
grade7
|
natural science
|
chemistry
|
Solutions
|
Compare concentrations of solutions
|
A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent
|
In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles.
|
C
| 75
|
|
What is the capital of Oregon?
|
[
"Phoenix",
"Sacramento",
"Salem",
"Frankfort",
"I don't know"
] | 2
|
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify the 50 state capitals
|
Salem is the capital of Oregon.
|
C
| 76
|
|||
What is the capital of Oregon?
|
[
"Portland",
"Boston",
"Salem",
"Minneapolis",
"I don't know"
] | 2
|
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the West
|
Salem is the capital of Oregon.
|
C
| 77
|
|||
Which of these states is farthest north?
|
[
"Oregon",
"Kansas",
"Mississippi",
"Illinois",
"I don't know"
] | 0
|
closed choice
|
grade5
|
social science
|
geography
|
Maps
|
Read a map: cardinal directions
|
Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map.
|
To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Oregon is farthest north.
|
A
| 78
|
||
Which better describes the Kaeng Krachan National Park ecosystem?
|
[
"It has year-round warm temperatures. It also has many different types of organisms.",
"It has cold winters. It also has many different types of organisms.",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Figure: Kaeng Krachan National Park.
Kaeng Krachan National Park is a tropical rain forest ecosystem in western Thailand.
|
closed choice
|
grade4
|
natural science
|
biology
|
Ecosystems
|
Describe ecosystems
|
An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there
|
A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, Kaeng Krachan National Park has year-round warm temperatures. It also has many different types of organisms.
|
A
| 79
|
|
Which animal's feet are also adapted for swimming?
|
[
"purple gallinule",
"lava gull",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Black-bellied whistling ducks live near lakes and streams in North America. They find most of their food in shallow water. The feet of the are adapted for swimming.
Figure: black-bellied whistling duck.
|
closed choice
|
grade3
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: feet and limbs
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground.
|
Look at the picture of the black-bellied whistling duck.
The black-bellied whistling duck has webbed feet. Its feet are adapted for swimming. As it swims, the black-bellied whistling duck uses its webbed feet to push itself through water.
Now look at each animal. Figure out which animal has a similar adaptation.
The lava gull has webbed feet. Its feet are adapted for swimming.
The purple gallinule has long, thin toes on its feet. Its feet are not adapted for swimming. The purple gallinule uses its feet to walk on large leaves floating on the surface of the water.
|
B
| 80
|
|
What evidence of a wildfire does this picture show?
|
[
"There is white ash on the ground.",
"Some of the trees have green leaves.",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
This picture was taken after a wildfire. A wildfire happens when a natural area catches fire and burns.
|
closed choice
|
grade2
|
natural science
|
earth-science
|
Earth events
|
Find evidence of changes to Earth's surface
|
Evidence is information that tells you something happened.
How do you look for evidence of a change to Earth's surface?
There are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.
Here are some examples of what the evidence for different changes might be:
Cause of the change | Evidence of the change
earthquake | cracks in the ground; houses with broken walls and roofs
volcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground
erosion | a canyon with a river flowing through it; a river carrying sand and mud
Be careful when you are looking for evidence!
A picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!
For example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.
|
A
| 81
|
||
Is granodiorite a mineral?
|
[
"yes",
"no",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Granodiorite has the following properties:
not made by organisms
no fixed crystal structure
solid
not a pure substance
naturally occurring
|
yes or no
|
grade5
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Granodiorite does not have all the properties of a mineral. So, granodiorite is not a mineral.
|
B
| 82
|
|
Select the organism in the same species as the black-headed gull.
|
[
"Chroicocephalus ridibundus",
"Chroicocephalus serranus",
"Crocodylus moreletii",
"None of the above",
"I don't know"
] | 0
|
This organism is a black-headed gull. Its scientific name is Chroicocephalus ridibundus.
|
closed choice
|
grade8
|
natural science
|
biology
|
Classification and scientific names
|
Use scientific names to classify organisms
|
Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
|
A black-headed gull's scientific name is Chroicocephalus ridibundus.
Chroicocephalus ridibundus is in the same genus as Chroicocephalus serranus, but they are not in the same species.
Organisms in the same species have the same scientific names. Chroicocephalus ridibundus and Chroicocephalus serranus are different species within the same genus.
Chroicocephalus ridibundus has the same scientific name as a black-headed gull. So, these organisms are in the same species.
Crocodylus moreletii does not have the same scientific name as a black-headed gull. So, Chroicocephalus ridibundus and Crocodylus moreletii are not in the same species.
|
A
| 83
|
|
Identify the question that Cooper's experiment can best answer.
|
[
"Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?",
"Can pennies hold more drops of pure water or water mixed with hand soap?",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Cooper used a dropper to put equal-sized drops of pure water, one at a time, onto a penny. The drops stayed together and formed a dome on the penny's surface. Cooper recorded the number of drops he could add before the water spilled over the edge of the penny. Then, he rinsed and dried the penny, and repeated the test using water mixed with hand soap. He repeated these trials on nine additional pennies. Cooper compared the average number of pure water drops to the average number of water drops mixed with hand soap that he could add to a penny before the water spilled over.
Figure: a dome of water on the surface of a penny.
|
closed choice
|
grade6
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
|
B
| 84
|
||
Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
|
[
"neither; the samples have the same temperature",
"sample A",
"sample B",
"None of the above",
"I don't know"
] | 2
|
The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
|
closed choice
|
grade6
|
natural science
|
physics
|
Particle motion and energy
|
Identify how particle motion affects temperature and pressure
|
The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.
The kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.
|
Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.
|
C
| 85
|
|
Does this passage describe the weather or the climate?
|
[
"weather",
"climate",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Figure: Prague.
The Charles Bridge spans the Vltava River in Prague. Winters are windy in Prague, with average wind speeds of 11 miles per hour in December, January, and February.
Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.
|
closed choice
|
grade6
|
natural science
|
earth-science
|
Weather and climate
|
Weather and climate around the world
|
The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.
|
Read the passage carefully.
The Charles Bridge spans the Vltava River in Prague. Winters are windy in Prague, with average wind speeds of 11 miles per hour in December, January, and February.
The underlined part of the passage tells you about the usual wind patterns in Prague. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate.
|
B
| 86
|
|
Select the organism in the same species as the marbled salamander.
|
[
"Taricha torosa",
"Taricha granulosa",
"Ambystoma opacum",
"None of the above",
"I don't know"
] | 2
|
This organism is a marbled salamander. Its scientific name is Ambystoma opacum.
|
closed choice
|
grade7
|
natural science
|
biology
|
Classification and scientific names
|
Use scientific names to classify organisms
|
Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
|
A marbled salamander's scientific name is Ambystoma opacum.
Taricha granulosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha granulosa are not in the same species.
Ambystoma opacum has the same scientific name as a marbled salamander. So, these organisms are in the same species.
Taricha torosa does not have the same scientific name as a marbled salamander. So, Ambystoma opacum and Taricha torosa are not in the same species.
|
C
| 87
|
|
Which animal's skin is better adapted as a warning sign to ward off predators?
|
[
"flamboyant cuttlefish",
"impala",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Opalescent nudibranchs have stinging cells in their brightly colored skin. The bright colors serve as a warning sign that the animal is toxic and dangerous. The 's skin is adapted to ward off predators.
Figure: opalescent nudibranch.
|
closed choice
|
grade4
|
natural science
|
biology
|
Adaptations
|
Animal adaptations: skins and body coverings
|
An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.
|
Look at the picture of the opalescent nudibranch.
The opalescent nudibranch has stinging cells in its brightly colored skin. Its skin is adapted to ward off predators. The bright colors serve as a warning sign that the opalescent nudibranch is toxic and dangerous.
Now look at each animal. Figure out which animal has a similar adaptation.
The flamboyant cuttlefish has a poisonous body with brightly colored skin. Its skin is adapted to ward off predators.
The impala has yellow-brown fur. Its skin is not adapted to be a warning sign that wards off predators.
|
A
| 88
|
|
During this time, thermal energy was transferred from () to ().
|
[
"the surroundings . . . each pizza",
"each pizza . . . the surroundings",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Celine was delivering two identical pizzas to a customer. While driving to the customer's house, Celine put one of the pizza boxes on top of the other one. This table shows how the temperature of each pizza changed over 15minutes.
|
closed choice
|
grade7
|
natural science
|
physics
|
Thermal energy
|
Compare thermal energy transfers
|
A change in an object's temperature indicates a change in the object's thermal energy:
An increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.
A decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.
|
The temperature of each pizza decreased, which means that the thermal energy of each pizza decreased. So, thermal energy was transferred from each pizza to the surroundings.
|
B
| 89
|
|
Which property matches this object?
|
[
"scratchy",
"flexible",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Select the better answer.
|
closed choice
|
grade3
|
natural science
|
physics
|
Materials
|
Identify properties of an object
|
An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
|
Look at the object.
Think about each property.
A flexible object can be folded or bent without breaking easily. The tent is flexible.
A scratchy object is rough and itchy against your skin. The tent is not scratchy.
|
B
| 90
|
|
What is the name of the colony shown?
|
[
"New Hampshire",
"Connecticut",
"Vermont",
"Georgia",
"I don't know"
] | 0
|
closed choice
|
grade4
|
social science
|
us-history
|
English colonies in North America
|
Identify the Thirteen Colonies
|
The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.
|
A
| 91
|
|||
Will these magnets attract or repel each other?
|
[
"repel",
"attract",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
Two magnets are placed as shown.
Hint: Magnets that attract pull together. Magnets that repel push apart.
|
closed choice
|
grade2
|
natural science
|
physics
|
Magnets
|
Identify magnets that attract or repel
|
Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.
Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.
If different poles are closest to each other, the magnets attract. The magnets in the pair below attract.
If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
|
Will these magnets attract or repel? To find out, look at which poles are closest to each other.
The south pole of one magnet is closest to the south pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other.
|
A
| 92
|
|
Identify the question that Jen's experiment can best answer.
|
[
"Do radishes grown under bright light get bigger than radishes grown under dim light?",
"Do radish plants grown under bright light have more leaves than radish plants grown under dim light?",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
The passage below describes an experiment. Read the passage and then follow the instructions below.
Jen planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Jen watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light.
Figure: a radish plant in soil.
|
closed choice
|
grade7
|
natural science
|
science-and-engineering-practices
|
Designing experiments
|
Identify the experimental question
|
Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
|
A
| 93
|
||
What location was involved in the triangular trade?
|
[
"China",
"Great Britain",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
By the 1700s, merchants in the Thirteen Colonies traded goods across the Atlantic Ocean in a pattern called triangular trade. Look at the map showing this trade. Then answer the question below.
|
closed choice
|
grade7
|
social science
|
us-history
|
The American Revolution
|
Causes of the American Revolution: introduction to mercantilism and the Navigation Acts
|
Look at the map.
The arrows on the map show that goods moved to and from these locations:
China was not involved in the triangular trade.
|
B
| 94
|
||
What is the name of the colony shown?
|
[
"Florida",
"Vermont",
"New Hampshire",
"Maryland",
"I don't know"
] | 2
|
closed choice
|
grade7
|
social science
|
us-history
|
Colonial America
|
Identify the Thirteen Colonies
|
The colony is New Hampshire.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.
|
C
| 95
|
|||
Is gypsum a mineral?
|
[
"no",
"yes",
"All of the above",
"None of the above",
"I don't know"
] | 1
|
Gypsum has the following properties:
pure substance
fixed crystal structure
not made by organisms
solid
naturally occurring
|
yes or no
|
grade6
|
natural science
|
earth-science
|
Rocks and minerals
|
Identify rocks and minerals
|
Properties are used to identify different substances. Minerals have the following properties:
It is a solid.
It is formed in nature.
It is not made by organisms.
It is a pure substance.
It has a fixed crystal structure.
If a substance has all five of these properties, then it is a mineral.
Look closely at the last three properties:
A mineral is not made by organisms.
Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals.
Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals.
A mineral is a pure substance.
A pure substance is made of only one type of matter. All minerals are pure substances.
A mineral has a fixed crystal structure.
The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
|
Gypsum has all the properties of a mineral. So, gypsum is a mineral.
|
B
| 96
|
|
Which of the following fossils is younger? Select the more likely answer.
|
[
"crocodile egg",
"feather",
"All of the above",
"None of the above",
"I don't know"
] | 0
|
This diagram shows fossils in an undisturbed sedimentary rock sequence.
|
closed choice
|
grade7
|
natural science
|
earth-science
|
Fossils
|
Compare ages of fossils in a rock sequence
|
A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers.
The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.
|
Look again at the fossils in the rock sequence diagram.
Compare the positions of these fossils to determine which one is younger:
The crocodile egg fossil is in a shallower layer in the rock sequence than the feather fossil. So, the crocodile egg fossil is most likely younger than the feather fossil.
|
A
| 97
|
|
What is the probability that a cow produced by this cross will be homozygous dominant for the coat pattern gene?
|
[
"0/4",
"1/4",
"4/4",
"2/4",
"3/4"
] | 0
|
In a group of cows, some individuals have solid coloring and others have white spots. In this group, the gene for the coat pattern trait has two alleles. The allele for white spots (a) is recessive to the allele for solid coloring (A).
This Punnett square shows a cross between two cows.
|
closed choice
|
grade8
|
natural science
|
biology
|
Genes to traits
|
Use Punnett squares to calculate probabilities of offspring types
|
Offspring genotypes: homozygous or heterozygous?
How do you determine whether an organism is homozygous or heterozygous for a gene? Look at the alleles in the organism's genotype for that gene.
An organism with two identical alleles for a gene is homozygous for that gene.
If both alleles are dominant, the organism is homozygous dominant for the gene.
If both alleles are recessive, the organism is homozygous recessive for the gene.
An organism with two different alleles for a gene is heterozygous for that gene.
In a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype.
Because there are four boxes in the Punnett square, there are four possible outcomes.
An event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:
probability of an event = number of ways the event can happen / number of equally likely outcomes
You can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.
| F | f
F | FF | Ff
f | Ff | ff
Consider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:
number of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4
|
A
| 98
|
||
What is the capital of Wisconsin?
|
[
"Lincoln",
"Madison",
"Helena",
"Jefferson City",
"I don't know"
] | 1
|
closed choice
|
grade5
|
social science
|
geography
|
State capitals
|
Identify state capitals of the Midwest
|
Madison is the capital of Wisconsin.
|
B
| 99
|
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