LMMs-Eval
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Dataset Collection of LMMs-Eval
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Not supported with pagination yet | What does the verbal irony in this text suggest?
According to Mr. Herrera's kids, his snoring is as quiet as a jackhammer. | [
"The snoring is loud.",
"The snoring occurs in bursts."
] | 0 | closed choice | grade8 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
As quiet as a jackhammer suggests that the snoring is loud. A jackhammer is not quiet, and neither is Mr. Herrera's snoring. |
|
Which animal's mouth is also adapted for bottom feeding? | [
"discus",
"armored catfish"
] | 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. |
|
Not supported with pagination yet | Is this a sentence fragment?
During the construction of Mount Rushmore, approximately eight hundred million pounds of rock from the mountain to create the monument. | [
"no",
"yes"
] | 1 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify sentence fragments | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A sentence fragment is a group of words that does not express a complete thought.
Rehearsing daily because we have a concert in two weeks.
This fragment is missing a subject. It doesn't tell who is rehearsing.
The band I'm in.
This fragment is missing a verb. It doesn't tell what the band I'm in is doing.
Because we have a concert in two weeks.
This fragment is missing an independent clause. It doesn't tell what happened because of the concert. | This is a sentence fragment. It does not express a complete thought.
During the construction of Mount Rushmore, approximately eight hundred million pounds of rock from the mountain to create the monument.
Here is one way to fix the sentence fragment:
During the construction of Mount Rushmore, approximately eight hundred million pounds of rock were removed from the mountain to create the monument. |
|
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"
] | 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. | ||
Not supported with pagination yet | Which correctly shows the title of a play? | [
"A breath of Fresh Air",
"A Breath of Fresh Air"
] | 1 | closed choice | grade3 | language science | capitalization | Formatting | Capitalizing titles | In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach
These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or | Capitalize the first word, the last word, and every important word in between. The word of is not important, so it should not be capitalized.
The correct title is A Breath of Fresh Air. |
|
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 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. |
|
Not supported with pagination yet | Based on this information, what is Daffodil's phenotype for the horns trait? | [
"not having horns",
"having horns"
] | 0 | In a group of cows, some individuals have horns and others do not. In this group, the gene for the horns trait has two alleles. The allele for having horns (h) is recessive to the allele for not having horns (H).
Daffodil is a cow from this group. Daffodil has the homozygous genotype HH for the horns gene. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Daffodil's genotype for the horns gene is HH. Daffodil's genotype of HH has only H allelles. The H allele is for not having horns. So, Daffodil's phenotype for the horns trait must be not having horns.
To check this answer, consider whether Daffodil's alleles are dominant or recessive. The allele for having horns (h) is recessive to the allele for not having horns (H). This means H is a dominant allele, and h is a recessive allele.
Daffodil's genotype of HH has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Daffodil's phenotype for the horns trait must be not having horns. |
Which animal's feet are also adapted for grabbing prey? | [
"sable",
"New Zealand falcon"
] | 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. |
|
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"
] | 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. |
|
What is the capital of Massachusetts? | [
"Plymouth",
"Albany",
"Wichita",
"Boston"
] | 3 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Boston is the capital of Massachusetts. |
|||
Not supported with pagination yet | Complete the sentence so that it uses personification.
A light spattering of raindrops fell upon the stadium, () the fans' cheeks. | [
"landing on",
"kissing"
] | 1 | closed choice | grade10 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the word kissing. It describes the raindrops as if they were people showing affection. |
|
Not supported with pagination yet | Complete the sentences.
Earthquakes start () Earth's surface. During an earthquake, (). | [
"above . . . the ground shakes",
"above . . . the ground gets colder",
"below . . . the ground shakes",
"below . . . the ground gets colder"
] | 2 | closed choice | grade3 | natural science | literacy-in-science | Earth events | Changes to Earth's surface: earthquakes | When an earthquake happens, the ground shakes. The word earthquake comes from the words earth and quake. The word earth means ground, and the word quake means to shake.
All earthquakes start below Earth's surface. |
||
Is Lithops bromfieldii made up of many cells? | [
"yes",
"no"
] | 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. |
|
Which bird's beak is also adapted to tear through meat? | [
"sand martin",
"Cape vulture"
] | 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. |
|
Not supported with pagination yet | Which figure of speech is used in this text?
Ariel gazed at the ancient pug that seemed to sleep all day and noted, "You're an energetic puppy!" | [
"idiom",
"verbal irony"
] | 1 | closed choice | grade7 | language science | figurative-language | Literary devices | Classify figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
An energetic puppy shows verbal irony because an old, exhausted dog is far from an energetic puppy. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Michael dropped out of college to travel the world, but a year later, the prodigal son returned home and re-enrolled. | [
"the Bible",
"British history"
] | 0 | closed choice | grade7 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion prodigal son is the Bible.
In a Biblical parable, the prodigal son irresponsibly spends the inheritance given to him by his father. When he returns home, he expects to be shamed, but his father forgives him.
The allusion prodigal son means a person who behaves recklessly but later makes a repentant return. |
|
Not supported with pagination yet | What is the volume of a car's gas tank? | [
"40 milliliters",
"40 liters"
] | 1 | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Volume is a measurement of how much space something takes up.
There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters.
There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter.
A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters. | The better estimate for the volume of a car's gas tank is 40 liters.
40 milliliters is too little. |
Which of these states is farthest north? | [
"Alabama",
"Idaho",
"South Carolina",
"Oklahoma"
] | 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. |
||
Not supported with pagination yet | What information supports the conclusion that Austen acquired this trait? | [
"Austen can cook food over a fire.",
"Austen learned how to build a fire at summer camp."
] | 1 | Read the description of a trait.
Austen knows how to build a fire. | closed choice | grade6 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Which property do these three objects have in common? | [
"bouncy",
"hard",
"soft"
] | 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. |
|
Not supported with pagination yet | Which of the following is true about seeds? | [
"Seeds come in many shapes. But all seeds are black.",
"Seeds can come in many shapes and colors.",
"Seeds come in many colors. But all seeds are round."
] | 1 | closed choice | grade4 | natural science | biology | Plants | Describe and construct flowering plant life cycles | Many plants have flowers. These plants can use their flowers to reproduce, or make new plants like themselves. How do plants use their flowers to reproduce?
First, the male part of the flower makes pollen, and the female part makes eggs. Animals, wind, or water can move pollen. Pollination is what happens when pollen is moved to the female part of the flower.
After pollination, sperm from the pollen can combine with the eggs. This is called fertilization. The fertilized eggs grow into seeds. The fruit grows around the seeds. Later, a seed can fall out of the fruit. It can germinate, or start to grow into a new plant. | Seeds can be big or small. This coconut seed is big.
Seeds can be many different shapes. These maple seeds are long and flat.
Seeds can be many different colors. These mustard seeds are yellow. |
|
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?"
] | 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? | ||
Which animal's mouth is also adapted for bottom feeding? | [
"clown triggerfish",
"sturgeon"
] | 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. |
|
Not supported with pagination yet | What is the temperature of the air on a cold, rainy day? | [
"41°C",
"41°F"
] | 1 | Select the better estimate. | closed choice | grade6 | natural science | units-and-measurement | Units and measurement | Estimate temperatures | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units.
212°F | Water boils | 100°C
98.6°F | Body temperature | 37°C
68°F | Room temperature | 20°C
32°F | Water freezes | 0°C
| The better estimate for the temperature of the air on a cold, rainy day is 41°F.
41°C is too hot. |
Which property do these two objects have in common? | [
"salty",
"sour"
] | 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. |
|
Based on the arrows, which of the following organisms is a consumer? | [
"barren-ground caribou",
"bear sedge"
] | 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. |
|
Not supported with pagination yet | Compare the motion of three ships. Which ship was moving at the lowest speed? | [
"a ship that moved 555kilometers west in 10hours",
"a ship that moved 95kilometers south in 10hours",
"a ship that moved 460kilometers south in 10hours"
] | 1 | closed choice | grade3 | natural science | physics | Force and motion | Compare the speeds of moving objects | An object's speed tells you how fast the object is moving. Speed depends on both distance and time.
Distance tells you how far the object has moved. One unit used to measure distance is the kilometer.
Time tells you how long the object has spent moving. One unit used to measure time is the hour.
Think about objects moving for the same amount of time. The object that is moving the slowest will go the shortest distance in that time. It is moving at the lowest speed. | Look at the distance each ship moved and the time it took to move that distance. The direction each ship moved does not affect its speed.
Notice that each ship moved for 10 hours. The ship that moved 95 kilometers moved the shortest distance in that time. So, that ship must have moved at the lowest speed. |
|
Not supported with pagination yet | Based on this information, what is Sasha's phenotype for the fur length trait? | [
"Ff",
"short fur"
] | 1 | In a group of dogs, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele F is for short fur, and the allele f is for long fur.
Sasha, a dog from this group, has short fur. Sasha has one allele for short fur and one allele for long fur. | closed choice | grade7 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. Sasha's observable version of the fur length trait is short fur. So, Sasha's phenotype for the fur length trait is short fur. |
Not supported with pagination yet | Which is a compound sentence? | [
"Those carpenters use wood to build stairways and doorframes.",
"Our dog Rusty had rolled around in the mud, so we gave him a bath."
] | 1 | closed choice | grade4 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple or compound? | A simple sentence is a sentence with only one subject and predicate.
The pitcher threw the ball to first base.
A compound sentence is two simple sentences joined by a comma and a conjunction such as and, but, or, or so.
The pitcher threw the ball, and the batter hit it.
Some simple sentences have a compound subject or a compound predicate, but they are not compound sentences.
Anna and James will watch the fireworks tonight.
This simple sentence has a compound subject, Anna and James.
The singers bowed and walked off the stage.
This simple sentence has a compound predicate, bowed and walked off the stage.
Some simple sentences have introductory phrases, but they are not compound sentences. The introductory phrase is part of the predicate.
In the winter, Farmer Ben wears his heavy coat.
This is a simple sentence. There is one subject, Farmer Ben, and one predicate, wears his heavy coat in the winter. | The first sentence is the compound sentence. It is made up of two simple sentences joined by a comma and the conjunction so.
Our dog Rusty had rolled around in the mud, so we gave him a bath. |
|
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. |
|
Not supported with pagination yet | The shopper lifts each bag at the same speed. Which bag is lifted with a larger force? | [
"a bag holding 4 pounds of food",
"a bag holding 5 pounds of food"
] | 1 | A shopper is buying food at the store. He fills two shopping bags. The shopping bags are the same size and shape. | closed choice | grade2 | natural science | physics | Force and motion | How do mass and force affect motion? | A force is a push or a pull.
A force can make an object start moving or stop an object that is moving. A force can also make an object speed up, slow down, or change direction.
Forces can be different sizes.
Think about trying to move a heavy object and a light object. Imagine you want to move them at the same speed. You will need to use a larger force to move the heavy object. | Look for the shopping bag that is heavier.
A shopping bag holding 5 pounds of food is heavier than a shopping bag holding 4 pounds of food. So, the bag holding 5 pounds needs a larger force to start moving upward at the same speed as the other bag. |
Not supported with pagination yet | What information supports the conclusion that Rosa inherited this trait? | [
"Rosa's hair is the same color as her brown eyes.",
"Rosa's father has brown eyes. He passed this trait down to Rosa."
] | 1 | Read the description of a trait.
Rosa has brown eyes. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
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?"
] | 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? | ||
Which term matches the picture? | [
"appendicular skeleton",
"axial skeleton"
] | 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. |
||
Not supported with pagination yet | Which logical fallacy is used in the text?
Did you really vote for Richard as class treasurer? Didn't you hear that his uncle was imprisoned for embezzling $1.5 million? | [
"circular reasoning: an argument that supports a claim with the claim itself",
"guilt by association: a negative association intended to discredit someone or something"
] | 1 | closed choice | grade8 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Richard can't be trusted with money, because his uncle embezzled money. However, even though his uncle couldn't be trusted with money, that doesn't necessarily mean that Richard can't be trusted with it. This illustrates a type of logical fallacy known as guilt by association. |
|
Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 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. |
|
Not supported with pagination yet | Complete the sentence.
Salt and vinegar removing tarnish from a penny is a (). | [
"physical change",
"chemical change"
] | 1 | closed choice | grade6 | natural science | chemistry | Chemical reactions | Compare physical and chemical changes | Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Salt and vinegar removing tarnish from a penny is a chemical change. The salt and vinegar change the tarnish into a different type of matter that can be easily wiped away. This makes the penny look shiny again. |
|
Does this passage describe the weather or the climate? | [
"climate",
"weather"
] | 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. |
|
Not supported with pagination yet | Would you find the word import on a dictionary page with the following guide words?
ill - industry | [
"no",
"yes"
] | 1 | yes or no | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since import is between the guide words ill - industry, it would be found on that page. |
|
Not supported with pagination yet | What does the allusion in this text suggest?
Tyler seems to have the Midas touch. Without any special experience or training, he launched a thriving business and then established a well-respected charity. | [
"Tyler is successful at all that he does.",
"Tyler has a hands-on approach to his work."
] | 0 | closed choice | grade8 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked. | The text uses an allusion, a brief reference to someone or something well known.
The allusion the Midas touch suggests that Tyler is successful at all that he does. In Greek mythology, King Midas has the power to turn anything he touches into gold, easily creating value from nothing. |
|
Not supported with pagination yet | Which is a complex sentence? | [
"According to many scholars, the 1798 publication of Lyrical Ballads by Samuel Taylor Coleridge and William Wordsworth began the romantic period in English literature.",
"Although presidential elections take place in early November, a president's term does not begin until the end of January."
] | 1 | closed choice | grade6 | language science | grammar | Sentences, fragments, and run-ons | Is the sentence simple, compound, or complex? | A clause is a group of words that contains both a subject and a predicate.
An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence.
the oranges on our tree are ripe
The clause can stand alone. It is independent.
after we pick up Kevin from work
The clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.
Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw a flash of lightning, and seconds later we heard the rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids. | The first sentence is the complex sentence. It is made up of an independent clause and a dependent clause. The dependent clause begins with the subordinating conjunction although.
Although presidential elections take place in early November, a president's term does not begin until the end of January. |
|
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"
] | 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. |
|
Not supported with pagination yet | Which word does not rhyme? | [
"slide",
"ride",
"made"
] | 2 | closed choice | grade2 | language science | phonological-awareness | Rhyming | Which word does not rhyme? | Rhyming words are words that end with the same sound.
The words tip and slip rhyme. They both end with the same sound.
The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings.
The words tip and meet don't rhyme. They end with different sounds. | The words slide and ride rhyme. They both end with the ide sound.
The word made does not rhyme. It ends with a different sound. |
|
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear Grandpa Tim,",
"Dear grandpa Tim,"
] | 0 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Grandpa Tim is capitalized because it is a proper noun. |
|
Not supported with pagination yet | What information supports the conclusion that Alec acquired this trait? | [
"Alec knits sweaters using cotton, wool, and other types of yarn.",
"Alec learned how to knit in an after school program."
] | 1 | Read the description of a trait.
Alec knows how to knit sweaters. | closed choice | grade3 | natural science | biology | Heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | What does the verbal irony in this text suggest?
"It was my good luck to have to study for a test while all my friends went to the water park," Noah remarked. | [
"Noah wanted time to catch up on his responsibilities.",
"Noah was upset about staying home."
] | 1 | closed choice | grade10 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.
Each breakdown is as enjoyable as a punch to the face. | The text uses verbal irony, which involves saying one thing but implying something very different.
Good luck ironically suggests that Noah was upset about staying home. Noah was actually unlucky because he couldn't join his friends at the water park. |
|
Not supported with pagination yet | What do these two changes have in common?
cooking a pancake
rust forming on a bicycle frame | [
"Both are caused by heating.",
"Both are caused by cooling.",
"Both are only physical changes.",
"Both are chemical changes."
] | 3 | closed choice | grade4 | natural science | chemistry | Physical and chemical change | Compare physical and chemical changes | Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Cooking a pancake is a chemical change. Pancakes are made from pancake batter. A cooked pancake is a different type of matter than pancake batter. Pancake batter is wet and slippery. Cooked pancakes are fluffy and can be good to eat!
Rust forming on a bicycle frame is a chemical change. Oxygen in the air reacts with iron in the bicycle frame. The outside of the frame turns into a different type of matter called rust. Rust is reddish-brown and falls apart easily.
Step 2: Look at each answer choice.
Both are only physical changes.
Both changes are chemical changes. They are not physical changes.
Both are chemical changes.
Both changes are chemical changes. The type of matter before and after each change is different.
Both are caused by heating.
Cooking is caused by heating. But rust forming on a bicycle frame is not.
Both are caused by cooling.
Neither change is caused by cooling. |
|
Not supported with pagination yet | Select the one animal that has all of the bird traits listed above. | [
"Burmese pythons hatch from eggs with shells. They can grow to over 12 feet long! Their scaly, waterproof skin is brown and black.",
"Peregrine falcons are the fastest animals in the world! They use their wings to fly quickly and hunt prey. Peregrine falcons also have a beak and feathers. They hatch from eggs with speckled or spotted shells."
] | 1 | Birds are a group of animals with similar traits. The following traits can be used to identify birds:
They have feathers.
They have wings.
They have a beak.
They make eggs with shells. Observe the animals and read the descriptions. | closed choice | grade4 | natural science | biology | Classification | Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | To decide if an animal is part of a group, look at the traits of the group.
Birds have the following traits:
They have feathers.
They have wings.
They have a beak.
They make eggs with shells.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A Burmese python has the following traits:
It has scaly, waterproof skin.
It makes eggs with shells.
A Burmese python does not have all of the traits of a bird. A Burmese python is a reptile.
A peregrine falcon has the following traits:
It has feathers.
It has wings.
It has a beak.
It makes eggs with shells.
A peregrine falcon has the traits of a bird. A peregrine falcon is a bird. |
Not supported with pagination yet | Does this passage describe the weather or the climate?
It got down to 3°C in Athens, Greece, last night! | [
"weather",
"climate"
] | 0 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
It got down to 3°C in Athens, Greece, last night!
This passage tells you about the temperature in Athens last night. It describes the atmosphere at a certain place and time. So, this passage describes the weather. |
Select the bird below. | [
"gray tree frog",
"pelican"
] | 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. |
|
Not supported with pagination yet | Which organizational structure does this text primarily use? | [
"compare-contrast",
"problem-solution"
] | 1 | Read the text.
In the 1970s, architect I. M. Pei took on the difficult assignment of renovating and updating the beautiful Louvre Palace in Paris without overpowering the original building. The art museum in the centuries-old Louvre displayed Leonardo DaVinci's Mona Lisa and other famous works, but the building's layout was so confusing that tourists couldn't find the entrances. It also needed more restrooms and a bigger cafeteria. Pei designed a large central underground entrance and visitor center. He then added a glass pyramid above the entryway. Although Pei's design faced initial criticism, today the pyramid is considered a brilliant success—a landmark that complements the old palace without interfering with it. | closed choice | grade8 | language science | writing-strategies | Text structure | Identify text structures | Authors use different text structures to organize their ideas in writing. Learning to identify these structures will help you to understand the relationships between ideas in informational texts. You can also use these structures to organize your own writing.
A cause-effect structure presents the causes and the effects of a particular event, trend, or situation. This structure often uses words and phrases such as because, since, as a result, due to, or consequently.
A compare-contrast structure presents similarities (comparisons) and differences (contrasts) between two or more things. This structure often uses words and phrases such as like, similarly, or in the same way (for comparing) or on the other hand, in contrast, or unlike (for contrasting).
A problem-solution structure presents a problem and suggests one or more possible solutions. This structure often uses words such as issue, question, puzzle, propose, and answer.
A sequential structure describes a series of events that happens in a certain order. This structure often uses specific dates and times or words such as first, next, during, finally, and while. | The text uses a problem-solution structure to show how architect I.M. Pei modernized the Louvre with an entrance that complemented the existing building. In the text, certain words and phrases help to organize ideas in a problem-solution structure. Notice the phrases difficult assignment and brilliant success. |
Not supported with pagination yet | Which logical fallacy is used in the text?
Don't ever get a ride from Mariana. Her brother has been driving for only six months, and he's already gotten three speeding tickets. | [
"guilt by association: a negative association intended to discredit someone or something",
"circular reasoning: an argument that supports a claim with the claim itself"
] | 0 | closed choice | grade7 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Mariana must be a reckless driver, because her brother is a reckless driver. However, even though Mariana's brother is reckless, that doesn't necessarily mean that Mariana is, too. This illustrates a type of logical fallacy known as guilt by association. |
|
Which bird's beak is also adapted to crack large, hard nuts? | [
"blue rock pigeon",
"Alexandrine parakeet"
] | 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. |
|
Complete the sentence.
is what happens when pollen lands on a female cone. | [
"Fertilization",
"Pollination",
"Photosynthesis"
] | 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. |
|
Which property do these three objects have in common? | [
"stretchy",
"transparent",
"rough"
] | 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. |
|
Which term matches the picture? | [
"chemical change",
"physical change"
] | 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. |
||
Is Chelonoidis nigra made up of many cells? | [
"no",
"yes"
] | 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. |
|
Which of these continents does the equator intersect? | [
"North America",
"Australia",
"Africa"
] | 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. |
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Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear dr. hoffman,",
"Dear Dr. Hoffman,"
] | 1 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The second greeting is correct:
Its first word is capitalized, and it ends with a comma. Dr. Hoffman is capitalized because it is a proper noun. |
|
What is the name of the colony shown? | [
"New Hampshire",
"Iowa",
"Massachusetts",
"Vermont"
] | 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. |
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Not supported with pagination yet | Based on this information, what is Chanel's phenotype for the fur length trait? | [
"short fur",
"long fur"
] | 0 | In a group of cats, some individuals have short fur and others have long fur. In this group, the gene for the fur length trait has two alleles. The allele for short fur (F) is dominant over the allele for long fur (f).
Chanel is a cat from this group. Chanel has the homozygous genotype FF for the fur length gene. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: dominant and recessive | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.
Some traits, like flower color in pea plants, are controlled by a single gene. Most plants and animals have a genotype made up of two alleles for these traits. These two alleles determine whether an organism is homozygous or heterozygous for the gene.
An organism with two identical alleles for a gene is homozygous for that gene. A pea plant with the genotype FF or ff is homozygous for the flower color gene.
An organism with two different alleles for a gene is heterozygous for that gene. A pea plant with the genotype Ff is heterozygous for the flower color gene.
The types of alleles in an organism's genotype determine the organism's phenotype. Some alleles have types called dominant and recessive. These two types can cause different versions of a trait to appear as the organism's phenotype.
A dominant allele causes its version of the trait to appear even when the organism also has a recessive allele for the gene. In pea plants, the F allele, which causes purple flowers, is dominant over the f allele. A pea plant with at least one F allele will have the F allele's version of the flower color trait. So, a plant with the genotype FF or Ff will have purple flowers.
A recessive allele causes its version of the trait to appear only when the organism does not have any dominant alleles for the gene. In pea plants, the f allele, which causes white flowers, is recessive to the F allele. A pea plant with only f alleles will have the f allele's version of the flower color trait. So, a plant with the genotype ff will have white flowers. | Chanel's genotype for the fur length gene is FF. Chanel's genotype of FF has only F allelles. The F allele is for short fur. So, Chanel's phenotype for the fur length trait must be short fur.
To check this answer, consider whether Chanel's alleles are dominant or recessive. The allele for short fur (F) is dominant over the allele for long fur (f). This means F is a dominant allele, and f is a recessive allele.
Chanel's genotype of FF has two dominant alleles. An organism with at least one dominant allele for a gene will have the dominant allele's version of the trait. So, Chanel's phenotype for the fur length trait must be short fur. |
Not supported with pagination yet | What information supports the conclusion that Lee acquired this trait? | [
"Lee is most interested in human biology.",
"Lee learned biology by reading, observing, and experimenting."
] | 1 | Read the description of a trait.
Lee knows a lot about biology. | closed choice | grade4 | natural science | biology | Traits and heredity | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. | |
Not supported with pagination yet | Which organ coordinates muscle movement? | [
"lungs",
"heart",
"skeleton",
"brain"
] | 3 | closed choice | grade5 | natural science | biology | Animals | Human organs and their functions | |||
Not supported with pagination yet | Select the vertebrate. | [
"black widow spider",
"bull ant",
"Yangtze alligator",
"atlas moth"
] | 2 | Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates. | closed choice | grade4 | natural science | biology | Classification | Identify vertebrates and invertebrates | Vertebrates and invertebrates are both groups of animals.
A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange.
An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body. | A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton.
A Yangtze alligator is a reptile. Like other reptiles, a Yangtze alligator is a vertebrate. It has a backbone.
An atlas moth is an insect. Like other insects, an atlas moth is an invertebrate. It does not have a backbone. It has an exoskeleton.
Like other spiders, a black widow spider is an invertebrate. It does not have a backbone. It has an exoskeleton. |
Not supported with pagination yet | Which object has the least thermal energy? | [
"a bowl of oatmeal at a temperature of 28°C",
"a bowl of oatmeal at a temperature of 22°C",
"a bowl of oatmeal at a temperature of 41°C"
] | 1 | The objects are identical except for their temperatures. | closed choice | grade4 | natural science | physics | Heat and thermal energy | How is temperature related to thermal energy? | All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy.
Temperature measures how hot or cold matter is. If the particles in matter slow down, the temperature goes down. The matter now has both less thermal energy and a lower temperature. | All three bowls of oatmeal have the same mass but different temperatures. Since the 22°C bowl of oatmeal is the coldest, it has the least thermal energy. |
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"
] | 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. |
|
Does this passage describe the weather or the climate? | [
"weather",
"climate"
] | 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. |
|
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?"
] | 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? | ||
Based on the bubble map, what does the quotation "Vanity, not love, has been my folly" show? | [
"Darcy is stubborn.",
"Elizabeth is judgmental."
] | 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. |
|
Which of these oceans does the prime meridian intersect? | [
"the Indian Ocean",
"the Arctic Ocean",
"the Pacific Ocean"
] | 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. |
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Not supported with pagination yet | What is the mass of a can of soup? | [
"12 ounces",
"12 tons",
"12 pounds"
] | 0 | Select the best estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose customary units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | The best estimate for the mass of a can of soup is 12 ounces.
12 pounds and 12 tons are both too heavy. |
Not supported with pagination yet | Which figure of speech is used in this text?
The grave's a fine and private place,
But none, I think, do there embrace.
—Andrew Marvell, "To His Coy Mistress" | [
"understatement",
"paradox"
] | 0 | closed choice | grade11 | language science | figurative-language | Literary devices | Classify the figure of speech: review | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses.
We are united. We are powerful. We are winners.
Antithesis involves contrasting opposing ideas within a parallel grammatical structure.
I want to help, not to hurt.
Apostrophe is a direct address to an absent person or a nonhuman entity.
Oh, little bird, what makes you sing so beautifully?
Assonance is the repetition of a vowel sound in a series of nearby words.
Try to light the fire.
Chiasmus is an expression in which the second half parallels the first but reverses the order of words.
Never let a fool kiss you or a kiss fool you.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off.
Hyperbole is an obvious exaggeration that is not meant to be taken literally.
I ate so much that I think I might explode!
An oxymoron is a joining of two seemingly contradictory terms.
Some reviewers are calling this book a new classic.
A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth.
Always expect the unexpected.
Understatement involves deliberately representing something as less serious or important than it really is.
As you know, it can get a little cold in the Antarctic. | The text uses understatement, which involves deliberately representing something as less serious or important than it really is.
None, I think, do there embrace is an understatement, since people who have died obviously can't do anything at all. |
|
Not supported with pagination yet | Which is the most flexible? | [
"burlap sack",
"wax crayons",
"concrete steps"
] | 0 | closed choice | grade4 | natural science | physics | Materials | Compare properties of materials | Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Flexible is a property. A flexible material can be bent without breaking easily.
Look at each picture, one at a time. Imagine bending the material shown in each picture.
Of the choices, the burlap sack is the most flexible. If you twist burlap fabric, it will not break. |
|
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."
] | 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. |
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Not supported with pagination yet | Easter is an important holiday in which religion? | [
"Hinduism",
"Christianity",
"Islam",
"Judaism"
] | 1 | closed choice | grade2 | social science | culture | Cultural celebrations | Easter | Easter is an important holiday in Christianity. People who practice Christianity are called Christians. |
||
What is the capital of North Carolina? | [
"Raleigh",
"Charlotte",
"Cincinnati",
"Nampa"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Southeast | Raleigh is the capital of North Carolina. |
|||
Not supported with pagination yet | What kind of sentence is this?
Why is your position on sales tax so different from your stance toward related issues? | [
"interrogative",
"imperative",
"declarative"
] | 0 | closed choice | grade9 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement and always ends with a period.
The nurse told Mr. Abrams to roll up his sleeve so that she could check his blood pressure.
An imperative sentence makes a request or a demand and usually ends with a period. If a demand shows strong feeling, it can end with an exclamation point.
For this assignment, use references to support your claims.
Don't drive so quickly in the construction zone!
An interrogative sentence asks a question and always ends with a question mark.
Given the recent critiques of her new strategic plan, do you think the CEO will reconsider the company's direction?
An exclamatory sentence is a statement that shows surprise or strong feeling. An exclamation always ends with an exclamation point.
I can't wait to travel through Europe this summer! | The sentence asks a question and ends with a question mark. It is an interrogative sentence. |
|
Not supported with pagination yet | Which text uses the word can in its traditional sense? | [
"As they observed the animals on the open grassland, the wildlife photographer said to Kevin, \"Did you know that cheetahs can run as fast as seventy-five miles per hour?\"",
"As they observed the cheetahs on the open grassland, the wildlife photographer said to Kevin, \"You can borrow my camera if you want.\""
] | 0 | closed choice | grade9 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses can in its traditional sense: to have the ability to.
As they observed the animals on the open grassland, the wildlife photographer said to Kevin, "Did you know that cheetahs can run as fast as seventy-five miles per hour?"
The second text uses can in its nontraditional sense: to have permission to.
As they observed the cheetahs on the open grassland, the wildlife photographer said to Kevin, "You can borrow my camera if you want."
Most style guides recommend to use the traditional sense of the word can because it is considered more standard. |
|
Which animal's body is better adapted for protection against a predator with sharp teeth? | [
"queen conch",
"collared dove"
] | 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. |
|
What is the capital of Wyoming? | [
"Salem",
"Anchorage",
"Laramie",
"Cheyenne"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Cheyenne is the capital of Wyoming. |
|||
Not supported with pagination yet | Complete the sentence so that it uses personification.
The stars () as we gazed up in wonder. | [
"glowed",
"winked"
] | 1 | closed choice | grade10 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the word winked. It describes the stars as if they were people looking down and noticing us. |
|
What is the direction of this push? | [
"toward his finger",
"away from his finger"
] | 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. |
|
Which statement describes the Gobi Desert ecosystem? | [
"It has warm summers and mild winters.",
"It has a small amount of rain or snow."
] | 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. |
|
What is the capital of Wisconsin? | [
"Jefferson City",
"Milwaukee",
"Nashville",
"Madison"
] | 3 | closed choice | grade5 | social science | geography | State capitals | Identify state capitals of the Midwest | Madison is the capital of Wisconsin. |
|||
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"
] | 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. | ||
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. |
|
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"
] | 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. | ||
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?"
] | 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? | ||
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."
] | 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. |
|
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
pile - push | [
"pecan",
"pot"
] | 1 | closed choice | grade8 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since pot is between the guide words pile - push, it would be found on that page. |
|
Which of these states is farthest west? | [
"Nebraska",
"Mississippi",
"Florida",
"West Virginia"
] | 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. |
||
Not supported with pagination yet | Which change best matches the sentence?
An area becomes less wet and less green after years with no rain. | [
"drought",
"erosion",
"landslide"
] | 0 | closed choice | grade3 | natural science | earth-science | Earth events | Classify changes to Earth's surface II | |||
What is the capital of Colorado? | [
"Nashville",
"Laramie",
"Denver",
"Boulder"
] | 2 | closed choice | grade3 | social science | geography | State capitals | Identify the 50 state capitals | Denver is the capital of Colorado. |
|||
Not supported with pagination yet | Which text uses the word disinterested in its traditional sense? | [
"Patrick is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind.",
"The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Patrick still finds it useful for finding new places to eat."
] | 1 | closed choice | grade12 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses disinterested in its traditional sense: unbiased or impartial.
The restaurant reviews on this website are not exactly disinterested—restaurants can pay to remove unflattering reviews—but Patrick still finds it useful for finding new places to eat.
The second text uses disinterested in its nontraditional sense: uninterested or indifferent.
Patrick is disinterested in reading page after page of restaurant reviews on the Internet; he prefers to try out new restaurants for himself and make up his own mind.
Most style guides recommend to use the traditional sense of the word disinterested because it is considered more standard. |
|
Which trait did Ichthyornis have? Select the trait you can observe in the drawing. | [
"fur",
"a short tail"
] | 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. | ||
Not supported with pagination yet | Which change better matches the sentence?
Water builds up in a city after heavy rain. | [
"drought",
"flood"
] | 1 | closed choice | grade2 | natural science | earth-science | Earth events | Classify changes to Earth's surface | |||
Not supported with pagination yet | Which logical fallacy is used in the text?
I don't trust Professor Chang's findings. Another researcher at her university was caught falsifying data. So, it's likely Professor Chang has, too. | [
"straw man: a misrepresentation of an opponent's position that makes it easier to argue against",
"guilt by association: a negative association intended to discredit someone or something",
"bandwagon fallacy: the assumption that the popular choice is automatically correct"
] | 1 | closed choice | grade10 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | an attack against the person making the argument, rather than the argument itself
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a broad claim based on too few observations
slippery slope fallacy | the false assumption that a small first step will necessarily lead to extreme consequences
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Professor Chang's research is untrustworthy because someone else at her university was caught falsifying data. However, this isn't necessarily true. The practices of one researcher at a university do not necessarily reflect the practices of another researcher at the same university. This illustrates a type of logical fallacy known as guilt by association. |
|
Not supported with pagination yet | What is the source of the allusion in the sentence below?
Sappy love songs are Kryptonite to my otherwise stoic father. | [
"U.S. history",
"a comic"
] | 1 | closed choice | grade9 | language science | figurative-language | Literary devices | Recall the source of an allusion | An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately. | The source of the allusion Kryptonite is a comic.
Kryptonite, matter from Superman's home planet, is the only thing that can reduce the superhero's strength.
The allusion Kryptonite means a source of weakness. |
|
Is perfume a mineral? | [
"no",
"yes"
] | 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. |
|
Not supported with pagination yet | Select the temperature shown by this thermometer. | [
"105°F",
"95°F",
"70°F"
] | 1 | closed choice | grade3 | natural science | units-and-measurement | Weather and climate | Read a thermometer | A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °.
Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature.
This is a tube thermometer. It has a tube filled with a red liquid.
There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F. | Find the top of the red liquid.
Now look at the scale to the right. The top of the red liquid is halfway between 90 and 100. So, the temperature is 95°F. |
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Large-scale Multi-modality Models Evaluation Suite
Accelerating the development of large-scale multi-modality models (LMMs) with
lmms-eval
🏠 Homepage | 📚 Documentation | 🤗 Huggingface Datasets
This Dataset
This is a formatted version of derek-thomas/ScienceQA. It is used in our lmms-eval pipeline to allow for one-click evaluations of large multi-modality models.
@inproceedings{lu2022learn,
title={Learn to Explain: Multimodal Reasoning via Thought Chains for Science Question Answering},
author={Lu, Pan and Mishra, Swaroop and Xia, Tony and Qiu, Liang and Chang, Kai-Wei and Zhu, Song-Chun and Tafjord, Oyvind and Clark, Peter and Ashwin Kalyan},
booktitle={The 36th Conference on Neural Information Processing Systems (NeurIPS)},
year={2022}
}
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